Competency-Based Teacher Education for Vocational Teachers.

Overview & Synopsis

One significant difference between competency-based teacher education (CBTE) and traditional teacher education is the use of the teacher educator. In the CBTE approach the teacher educator's role is that of a learning manager, guide, and resource person, while the conventional approach utilizes the instructor as a disseminator of information. Another major distinction is the criterion-referenced mode evaluation approach in CBTE versus traditional normative-referenced measures. The research and development project at the Center for Vocational and Technical Education at Ohio State University has identified and validated 384 professional competencies needed by vocational/technical teachers in all the traditional vocational service areas at all levels and has developed over 100 modules for group or individual instruction to facilitate mastery of these competencies. Florida State University (FSU) has participated in the advanced testing of the modules. Also, various Florida vocational service areas are formulating State objectives. Project ACTIVE (Attaining Competencies for Teaching in Vocational Education) is being conducted at FSU for use at preservice/inservice levels; the Trade and Industrial CBTE is a pilot program within the project. Sixty-five competencies proposed for the Florida Competency-Based Trade and Industrial Teacher Education program and selected references are appended. (EA)